The aim of this study is to investigate the effectiveness of the ”accelerated” development training programme by using two specifically compiled in-basket exercises equivalent in complexity. A pre- and post-evaluation were performed to determine whether learning transfer actually took place-that is, whether competencies developed. The research focused on the following competencies: action orientation; planning and organising; analysis and problem solving; teamness; and impact. From the statistical analysis conducted, significant differences were obtained for three competencies, impact, action orientation and problem solving. The separation of variables proved to be problematic and the results could not be attributed directly to the training programme. The results are explained, the design of the evaluation critically reviewed and recommendations made to improve the design of the evaluation. The value of the study is discussed and directions for possible future research provided. / Industrial and Organisational Psychology / M. A.(Industrial and Organisational Psychology)

published_or_final_version / Education / Master / Master of Education

Ações educacionais a distância têm sido utilizadas frequentemente por instituições públicas visando a garantir uma aprendizagem contínua de diferentes servidores. Nesta situação incluem-se os profissionais da saúde pública, uma vez que o Sistema Único de Saúde (SUS) no Brasil exige práticas profissionais que envolvem novos conhecimentos e procedimentos. A presente tese se divide em dois estudos. O objetivo do Estudo 1 consiste em analisar a influência de variáveis relacionadas às características da clientela (dados pessoais, dados profissionais e bem-estar no trabalho) e à reação ao curso (reação aos procedimentos instrucionais e reação ao desempenho do tutor) no processo de aprendizagem. O objetivo do Estudo 2 consiste em construir instrumentos de medida de Transferência de treinamento que mediram a frequência com que os participantes aplicaram conhecimentos, habilidades e atitudes (CHA) no trabalho após o termino dos cursos. As ações educacionais avaliadas consistem em cursos de especialização ofertados a distância, via internet, para profissionais de saúde pública por duas Universidades Federais do Estado de Minas Gerais: Universidade Federal de Minas Gerais (UFMG) e Universidade Federal de Juiz de Fora (UFJF). A coleta de dados foi realizada por meio da aplicação de questionários via e-mail e através de links inseridos no Ambiente Virtual de Aprendizagem (AVA) dos cursos, sendo respeitados os aspectos éticos envolvidos. Foram utilizados como instrumentos de medida questionários que investigaram dados pessoais, dados profissionais, bem como Escala de Bem-estar no trabalho, Escala de Reação aos procedimentos instrucionais, Escala de Reação ao desempenho do tutor e questionários de avaliação de Transferência de treinamento que foram construídos para serem utilizados neste estudo. A aprendizagem foi avaliada a partir das notas obtidas pelos alunos em atividades avaliativas (AV). Os procedimentos de análises dos dados envolveram análises descritivas, análises fatoriais exploratórias das estruturas empíricas dos instrumentos, análises das diferenças entre os grupos dos diferentes cursos-alvo e análises de regressão múltipla padrão para testar o conjunto de relações entre os construtos do modelo de investigação proposto. As análises fatoriais exploratórias mostraram que os instrumentos de avaliação de Reações e do Bem-estar no trabalho utilizados apresentam elevada consistência interna. Além disso, os resultados mostraram que a reação aos procedimentos instrucionais e a área de atuação profissional da amostra predizem significativamente a aprendizagem dos participantes do curso-alvo da UFMG. No grupo do curso-alvo da UFJF, não foi possível realizar a análise de regressão múltipla para testar o modelo em função do número insuficiente de respondentes. Como exposto anteriormente, foram construídos dois questionários específicos para a avaliação da transferência de treinamento, a partir da análise do material didático dos cursos e da validação semântica e por juízes. Os questionários mostraram-se válidos a partir das análises realizadas, devendo passar por estudos de evidências de validade estatística em estudos futuros. A partir do presente estudo, surgem implicações práticas que podem ser repassadas para instituições de ensino que oferecem cursos de pós-graduação a distância no campo da saúde. A relevância deste trabalho ficou evidente já que agregou novos conhecimentos para a área de avaliação de treinamento a distância em saúde pública. / Educational actions offered at a distance have been often used by public institutions to assure a continuous learning of different civil servants. This scenario includes public health professionals, since the Unified Health System (SUS) in Brazil requires operational practices that involve new knowledge and procedures. This thesis is divided into two studies. Study 1 aims to analyze the influence of variables related to the characteristics of the clientele (personal data, professional data and well-being at work) and to the reaction to the course (reaction to instructional procedures and reaction to the tutor\'s performance) in the learning process. Study 2 aims to construct Transfer of training measurement instruments that evaluated the frequency with which participants applied knowledge, skills and attitudes in the workplace after the training course ends. The evaluated educational actions consist of specialization courses offered by distance, via Internet, to public health professionals from two Federal Universities of the State of Minas Gerais: Federal University of Minas Gerais (UFMG) and Federal University of Juiz de Fora (UFJF). The data collection was carried out through the application of questionnaires via e-mail and through links inserted in the virtual learning environment of the courses, respecting the ethical aspects involved. Measurement questionnaires were used as instruments that investigated personal data, professional data, as well as Scale of Well-being at work, Reaction Scale to instructional procedures, Reaction Scale to the performance of the tutor and Transfer of training evaluation questionnaires that were constructed to be used in this study. The learning was evaluated from the grades obtained by the students in evaluation activities. Data analysis procedures involved descriptive analyzes, exploratory factor analyzes of the empirical structures of the instruments, analyzes of the differences between the groups in different target courses and standard multiple regression analyzes to test the set of relationships between the constructs of the proposed research model. The exploratory factor analyzes showed that the instruments of evaluation of Reactions and Well-being at work have a high internal consistency. In addition, the results showed that the reaction to instructional procedures and the area of professional performance significantly predict learning in the sample of the target course of the UFMG. In the UFJF target course group, it was not possible to perform the multiple regression analysis to test the model because of the insufficient number of respondents. As previously discussed, two specific questionnaires were constructed to evaluate the transfer of training based on the analysis of course material and semantic validation and by judges. The questionnaires were valid from the analyzes carried out, and should be based on studies of evidence of statistical validity in future studies .The present study presents practical implications that can be passed on to educational institutions by offering distance post graduation courses in the health field. The relevance of this work was evident since it added new knowledge to the area of evaluation of distance training in public health.

Training is a powerful and required method to equip human resources with tools to keep their organizations competitive in the markets. Typically at the end of class, trainees are asked to give their feelings about or satisfaction with the training. Although there are various reasons for conducting training evaluations, the common theme is the need to continuously improve a training program in the future. Among training evaluation methods, post-training surveys or questionnaires are the most commonly used way to get trainees’ reaction about the training program and “the forms will tell you to what extent you’ve been successful.” (Kirkpatrick 2006) A higher satisfaction score means more trainees were satisfied with the training. A total of 40 prediction models grouped into 10-GIQs prediction models and 6-GIQs prediction models were built in this work to predict the total training satisfaction based on trainees’ general information which included a trainee’s desire to take training, a trainee’s attitude in training class and other information related to the trainee’s work environment and other characteristics. The best models selected from 10-GIQs and 6-GIQs prediction models performed the prediction work with the prediction quality of PRED (0.15) >= 99% and PRED (0.15) >= 98%, separately. An interesting observation discovered in this work is that the training satisfaction could be predicted based on trainees information that was not related to any training experience at all. The dominant factors on training satisfaction were the trainee’s attitude in training class and the trainee’s desire to take the training which was found in 10-GIQs prediction models and 6-GIQs prediction models, separately. / text

The two longitudinal case studies that make up this dissertation sought to explain and predict the relationship between usability and clinician acceptance of a health information system. The overall aim of the research study was to determine what role usability plays in the acceptance or rejection of systems used by clinicians in a healthcare context. The focus was on the end users (the clinicians) rather than the views of the system designers and managers responsible for implementation and the clients of the clinicians. A mixed methods approach was adopted that drew on both qualitative and quantitative research methods. This study followed the implementation of a community health information system from early beginnings to its established practice. Users were drawn from different health service departments with distinctly different organisational cultures and attitudes to information and communication technology used in this context. This study provided evidence that a usability analysis in this context would not necessarily be valid when the users have prior reservations on acceptance. Investigation was made on the initial training and post-implementation support together with a study on the nature of the clinicians to determine factors that may influence their attitude. This research identified that acceptance of a system is not necessarily a measure of its quality, capability and usability, is influenced by the user’s attitude which is determined by outside factors, and the nature and quality of training. The need to recognise the limitations of the current methodologies for analysing usability and acceptance was explored to lay the foundations for further research.

The aim of the current project was to improve the cross-cultural clinical competence of mental health staff in Victoria’s Crisis Assessment and Treatment Teams (CATTs) by developing, delivering and evaluating a training program in Cross-Cultural Psychiatric Assessment (CPA). The project was guided by a program logic framework. A literature review demonstrated cross-cultural differences in manifestations of mental disorders and disparities in mental health service provision to racial and ethnic groups, suggesting clinician bias, unfamiliarity with cross-cultural manifestations, or delayed help-seeking by ethnic groups. No research has been identified into crisis service provision to ethnic communities. (For complete abstract open document)

The aim of this study is to investigate the effectiveness of the ”accelerated” development training programme by using two specifically compiled in-basket exercises equivalent in complexity. A pre- and post-evaluation were performed to determine whether learning transfer actually took place-that is, whether competencies developed. The research focused on the following competencies: action orientation; planning and organising; analysis and problem solving; teamness; and impact. From the statistical analysis conducted, significant differences were obtained for three competencies, impact, action orientation and problem solving. The separation of variables proved to be problematic and the results could not be attributed directly to the training programme. The results are explained, the design of the evaluation critically reviewed and recommendations made to improve the design of the evaluation. The value of the study is discussed and directions for possible future research provided. / Industrial and Organisational Psychology / M. A.(Industrial and Organisational Psychology)

Submitted by Maryse Santos (maryseeu4@gmail.com) on 2016-08-12T13:59:19Z No. of bitstreams: 1 Dissertação - Diego Melo Dias.pdf: 1469348 bytes, checksum: 1d84fc6d29ffabeddb3f7c9851cfe650 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-08-12T13:59:59Z (GMT) No. of bitstreams: 1 Dissertação - Diego Melo Dias.pdf: 1469348 bytes, checksum: 1d84fc6d29ffabeddb3f7c9851cfe650 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-08-12T14:00:35Z (GMT) No. of bitstreams: 1 Dissertação - Diego Melo Dias.pdf: 1469348 bytes, checksum: 1d84fc6d29ffabeddb3f7c9851cfe650 (MD5) / Made available in DSpace on 2016-08-12T14:00:35Z (GMT). No. of bitstreams: 1 Dissertação - Diego Melo Dias.pdf: 1469348 bytes, checksum: 1d84fc6d29ffabeddb3f7c9851cfe650 (MD5) Previous issue date: 2016-02-05 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Professional training is a powerful weapon in the quest for development of human skills in the workplace. The focus on training and development has become essential to achieve excellence in service delivery. In public administration,agencies responsible for professional development are the government schools, who work with public servants and employees in improving the state machine, which has the duty to provide quality public services to society. This study objective is to evaluate the impact of professional training of the server in the Manaus Prefecture and how this training affects their professional lives, analyzing also aspects related to organizational support provided to the server to develop quality skills acquired in training. The analysis was done by adapting the IMPACT model of evaluation of training by applying with public servants who took part in professional training activities promoted by the Public Service School of Manaus Prefecture (ESPI), comprising the dimensions Training Impact in Work, Organizational Support Training and Support Training Transfer. The results suggest that there is a strong positive impact of professional training administered by ESPI in work activities of the servers, however, the support given by the management to training requires adjustments to able to provide a better use of knowledge and skills acquired by servers in favor by your institutions. / A capacitação profissional é uma arma poderosa na busca pelo desenvolvimento das competências humanas no trabalho. O foco em desenvolvimento e treinamento tornou-se indispensável ao alcance da excelência na prestação de serviços, sejam eles públicos ou privados. Na administração pública os órgãos responsáveis pelo aperfeiçoamento profissional são as Escolas de Governo, que atuam junto aos funcionários públicos na melhoria da máquina estatal, que tem o dever de prestar serviços públicos de qualidade. Neste estudo objetiva-se avaliar o impacto da capacitação profissional do servidor na Prefeitura de Manaus e de que modo esta afeta suas vidas profissionais, analisando, ainda, aspectos ligados ao suporte organizacional fornecido ao servidor para que desenvolva as competências adquiridas nos treinamentos. A análise se deu por meio da adaptação do Modelo IMPACT de avaliação do treinamento, a partir de sua aplicação junto aos servidores egressos de atividades de capacitação promovidas pela Escola de Serviço Público da Prefeitura de Manaus (ESPI), compreendendo as dimensões Impacto do Treinamento no Trabalho, Suporte Organizacional e Suporte à Transferência do Treinamento. Os resultados sugerem que há forte impacto positivo da capacitação administrada pela ESPI nas atividades laborais dos servidores, no entanto, o suporte dado pelas chefias ao treinamento necessita de ajustes para que possa proporcionar um melhor aproveitamento dos conhecimentos e habilidades adquiridos pelos servidores em prol de suas instituições.

Ações educacionais a distância têm sido utilizadas frequentemente por instituições públicas visando a garantir uma aprendizagem contínua de diferentes servidores. Nesta situação incluem-se os profissionais da saúde pública, uma vez que o Sistema Único de Saúde (SUS) no Brasil exige práticas profissionais que envolvem novos conhecimentos e procedimentos. A presente tese se divide em dois estudos. O objetivo do Estudo 1 consiste em analisar a influência de variáveis relacionadas às características da clientela (dados pessoais, dados profissionais e bem-estar no trabalho) e à reação ao curso (reação aos procedimentos instrucionais e reação ao desempenho do tutor) no processo de aprendizagem. O objetivo do Estudo 2 consiste em construir instrumentos de medida de Transferência de treinamento que mediram a frequência com que os participantes aplicaram conhecimentos, habilidades e atitudes (CHA) no trabalho após o termino dos cursos. As ações educacionais avaliadas consistem em cursos de especialização ofertados a distância, via internet, para profissionais de saúde pública por duas Universidades Federais do Estado de Minas Gerais: Universidade Federal de Minas Gerais (UFMG) e Universidade Federal de Juiz de Fora (UFJF). A coleta de dados foi realizada por meio da aplicação de questionários via e-mail e através de links inseridos no Ambiente Virtual de Aprendizagem (AVA) dos cursos, sendo respeitados os aspectos éticos envolvidos. Foram utilizados como instrumentos de medida questionários que investigaram dados pessoais, dados profissionais, bem como Escala de Bem-estar no trabalho, Escala de Reação aos procedimentos instrucionais, Escala de Reação ao desempenho do tutor e questionários de avaliação de Transferência de treinamento que foram construídos para serem utilizados neste estudo. A aprendizagem foi avaliada a partir das notas obtidas pelos alunos em atividades avaliativas (AV). Os procedimentos de análises dos dados envolveram análises descritivas, análises fatoriais exploratórias das estruturas empíricas dos instrumentos, análises das diferenças entre os grupos dos diferentes cursos-alvo e análises de regressão múltipla padrão para testar o conjunto de relações entre os construtos do modelo de investigação proposto. As análises fatoriais exploratórias mostraram que os instrumentos de avaliação de Reações e do Bem-estar no trabalho utilizados apresentam elevada consistência interna. Além disso, os resultados mostraram que a reação aos procedimentos instrucionais e a área de atuação profissional da amostra predizem significativamente a aprendizagem dos participantes do curso-alvo da UFMG. No grupo do curso-alvo da UFJF, não foi possível realizar a análise de regressão múltipla para testar o modelo em função do número insuficiente de respondentes. Como exposto anteriormente, foram construídos dois questionários específicos para a avaliação da transferência de treinamento, a partir da análise do material didático dos cursos e da validação semântica e por juízes. Os questionários mostraram-se válidos a partir das análises realizadas, devendo passar por estudos de evidências de validade estatística em estudos futuros. A partir do presente estudo, surgem implicações práticas que podem ser repassadas para instituições de ensino que oferecem cursos de pós-graduação a distância no campo da saúde. A relevância deste trabalho ficou evidente já que agregou novos conhecimentos para a área de avaliação de treinamento a distância em saúde pública. / Educational actions offered at a distance have been often used by public institutions to assure a continuous learning of different civil servants. This scenario includes public health professionals, since the Unified Health System (SUS) in Brazil requires operational practices that involve new knowledge and procedures. This thesis is divided into two studies. Study 1 aims to analyze the influence of variables related to the characteristics of the clientele (personal data, professional data and well-being at work) and to the reaction to the course (reaction to instructional procedures and reaction to the tutor\'s performance) in the learning process. Study 2 aims to construct Transfer of training measurement instruments that evaluated the frequency with which participants applied knowledge, skills and attitudes in the workplace after the training course ends. The evaluated educational actions consist of specialization courses offered by distance, via Internet, to public health professionals from two Federal Universities of the State of Minas Gerais: Federal University of Minas Gerais (UFMG) and Federal University of Juiz de Fora (UFJF). The data collection was carried out through the application of questionnaires via e-mail and through links inserted in the virtual learning environment of the courses, respecting the ethical aspects involved. Measurement questionnaires were used as instruments that investigated personal data, professional data, as well as Scale of Well-being at work, Reaction Scale to instructional procedures, Reaction Scale to the performance of the tutor and Transfer of training evaluation questionnaires that were constructed to be used in this study. The learning was evaluated from the grades obtained by the students in evaluation activities. Data analysis procedures involved descriptive analyzes, exploratory factor analyzes of the empirical structures of the instruments, analyzes of the differences between the groups in different target courses and standard multiple regression analyzes to test the set of relationships between the constructs of the proposed research model. The exploratory factor analyzes showed that the instruments of evaluation of Reactions and Well-being at work have a high internal consistency. In addition, the results showed that the reaction to instructional procedures and the area of professional performance significantly predict learning in the sample of the target course of the UFMG. In the UFJF target course group, it was not possible to perform the multiple regression analysis to test the model because of the insufficient number of respondents. As previously discussed, two specific questionnaires were constructed to evaluate the transfer of training based on the analysis of course material and semantic validation and by judges. The questionnaires were valid from the analyzes carried out, and should be based on studies of evidence of statistical validity in future studies .The present study presents practical implications that can be passed on to educational institutions by offering distance post graduation courses in the health field. The relevance of this work was evident since it added new knowledge to the area of evaluation of distance training in public health.

Vehicles being driven for work purposes represent a large proportion of road collision and deaths in the workplace. These observations mean that people driving for work can impose a large burden on organisations and on society. In addition, previous studies identified a fleet driver effect for which there was greater collision risk for those who drive for work compared to the general driving population, even after controlling for exposure. This accentuates the need for both organisational and government policy makers to take steps to reduce the impact of these collisions. No single intervention has been found to solve issues around work-related road safety therefore a range of initiatives have been directed towards the risks associated with drivers, vehicles, journeys and organisations. Many of the interventions, however, lack robust evidence to support their use. The aim of this thesis is to assess organisational interventions to improve work-related road safety by using econometric models on real-world data. The data represents driving claims made between 2005 and 2012 by employees of a large UK company, with a fleet of approximately 35,000 vehicles. The drivers were employed in a variety of roles such as working in technical positions at customer sites or making sales visits. The company has applied a range of strategies to road safety resulting in annual claim reductions of 7.7% compared to only a 4.5% reduction in collisions nationally. The company s data are used to undertake three studies which focused on driver training, manager training and claim segmentation. Statistical models were employed to investigate the effect of two different driver training courses on the frequency of claims while controlling for other factors. The results indicated that driver training courses significantly reduced both the total number of claims and the claim types targeted by the training. The impacts of the interventions were also adjusted for the effects of non-random driver selection and other safety improvements initiated by the company or other agencies. An important finding of this work was that randomly inflated pre-training events accounted for between a third and a quarter of the observed reduction in claims following training. The second study evaluated the impact of management training on claims using multilevel models which allowed for correlation between observations. The study could not confirm that this training was an effective safety intervention. This null result provides an incentive to re-evaluate the implementation of the scheme. The final study identified homogeneous claim segments using statistical models and the impact of training was evaluated on these segments. Such claims were estimated to be reduced by between 32% to 55% following existing driver training courses. This thesis has helped close important gaps and contributed to knowledge in terms of both intervention methodology and the understanding of the effectiveness of work-related road safety interventions. The results, which are already being applied in the case study organisation, demonstrated that training employees in either safe and fuel efficient driving, or low speed manoeuvring, reduced vehicle insurance claims. Further work is necessary to verify the safety value of manager training including gathering detailed information on interactions between managers and drivers.